The Use of Virtual Reality as a Tool of Linguistic Landscape in Teaching French Language in the USA: The Case of Georgia State University.

This study explores the integration of virtual reality (VR) and linguistic landscape theory and frameworks as an innovative approach to second language acquisition with a particular focus on French language learning at Georgia State University. The research is grounded in constructivist, sociocultural, cognitive load, and linguistic landscape theories to investigate how immersive VR environments replicate real-world multilingual settings to enhance learners’ proficiency, cultural awareness, and engagement. The study employs a mixed-method research design, which combines pretests and posttests, observation, and the debriefing session to go about its investigation, where participants engage in VR scenarios such as market shopping, dining, and transportation using Oculus Quest 3S headsets and Mondly VR software. This study seeks to position VR as a viable extension of the linguistic landscape paradigm, therefore contributing to the changing debate on digital language pedagogy.